The document discusses the use of technology in history education. It introduces the concepts of technological pedagogical content knowledge (TPACK) and pedagogical content knowledge (PCK), which emphasize the importance of effectively integrating technology, pedagogy, and content knowledge. It then provides examples of how digital technologies can enhance history pedagogy by encouraging higher-order thinking, skills development, and student-centered activities. Finally, it outlines some principles of learner-centered strategies using technology in history education.
a story about teachers learning to document learning for K-3 students as way to reflect on teaching, have students reflect on learning, and to keep parents informed of their children's learning experiences and progress
a story about teachers learning to document learning for K-3 students as way to reflect on teaching, have students reflect on learning, and to keep parents informed of their children's learning experiences and progress
This presentation was given by Peter Karlberg of the National Agency for Education (Skolverket) of Sweden at the GCES Conference on Education Governance: The Role of Data in Tallinn on 13 February during the afternoon session workshop on Learning Analytics.
Community College OER Showcases: NOVA's OER GE Program, Kaleidoscope at Cerr...Una Daly
Community College OER Showcases: Maricopa Millions OER Project, Kaleidoscope at Cerritos College, and Northern Virginia’s OER-based General Education Program
This webinar starts at noon (PDT), 3:00 pm (EDT) and will showcase three innovative OER projects at U.S. community colleges in Arizona, California, and Virginia.
• Paul Golisch, Dean of Instructional Technology, Paradise Valley College will share the strategies and successes of the Maricopa Millions OER Project, a district-wide effort to promote faculty development and adoption of OER for the 10 highest-enrolled courses.
• Dr. Cynthia Alexander, Distance Education Coordinator and Educational Technology Department Chair will share the Kaleidoscope OER course development and adoptions at Cerritos College.
• Natalie Clewell, Librarian at the Extended Learning Institute of Northern Virginia Community College, will share the team-based approach of librarians, faculty, and instruction designers working together to successfully launch the OER-based General Education Program in fall 2013.
Come see how to tap into your students’ creative side. We will demonstrate, including student examples, how to enhance your classroom using technology.
This presentation was given by Peter Karlberg of the National Agency for Education (Skolverket) of Sweden at the GCES Conference on Education Governance: The Role of Data in Tallinn on 13 February during the afternoon session workshop on Learning Analytics.
Community College OER Showcases: NOVA's OER GE Program, Kaleidoscope at Cerr...Una Daly
Community College OER Showcases: Maricopa Millions OER Project, Kaleidoscope at Cerritos College, and Northern Virginia’s OER-based General Education Program
This webinar starts at noon (PDT), 3:00 pm (EDT) and will showcase three innovative OER projects at U.S. community colleges in Arizona, California, and Virginia.
• Paul Golisch, Dean of Instructional Technology, Paradise Valley College will share the strategies and successes of the Maricopa Millions OER Project, a district-wide effort to promote faculty development and adoption of OER for the 10 highest-enrolled courses.
• Dr. Cynthia Alexander, Distance Education Coordinator and Educational Technology Department Chair will share the Kaleidoscope OER course development and adoptions at Cerritos College.
• Natalie Clewell, Librarian at the Extended Learning Institute of Northern Virginia Community College, will share the team-based approach of librarians, faculty, and instruction designers working together to successfully launch the OER-based General Education Program in fall 2013.
Come see how to tap into your students’ creative side. We will demonstrate, including student examples, how to enhance your classroom using technology.
1. Technological Pedagogical
Content Knowledge in history
education
Philip Roberts
Assistant Professor, Teacher Education
http://www.canberra.edu.au/faculties/education/teacher-ed/historical_learning
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2. PCK
• Lee Shulman (1986) argued that teachers subject knowledge and
pedagogy knowledge were often treated as mutually exclusive
domains.
• He proposed PCK (Pedagogical Content Knowledge)
• ‘The most regularly taught topics in one’s subject area, the most useful
forms of representation of those ideas, the most powerful analogies,
illustrations, examples, explanations, and demonstrations – in a word,
the ways of representing and formulating the subject that make it
comprehensible to others’ (Shulman, 1986 p.9)
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3. Technological Pedagogical Content Knowledge
• TPACK: Three primary forms
of knowledge: Content (CK),
Pedagogy (PK), and
Technology (TK).
• Effective ICT Integration
requires all three areas
• http://tpack.org
• ishra, P., & Koehler, M. J. (2006) Technological Pedagogical Content
M
Knowledge: A new framework for teacher knowledge. Teachers College
Record. 108(6), 1017-1054
• ACTE (2008) The Handbook of Technological Pedagogical Content
A
Knowledge for Educators. AACTE & Routledge
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7. Which Technology?
Technology Education Educational Technology
• Aims to increase • Aims to improve learning
technological capability • About pedagogy
• About ICT & its use • Just another teaching tool
• Technology the object of
study
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8. Rethink your approach
• Digital technology encourage us to move from teacher-
centred to student-centred activities, or as Erica
McWilliam says from ‘sage on the stage to the sage on
the side’. Maybe even a bit of a ‘meddler in the middle’
• Digital technology allow us to spend more time on the
higher levels of Blooms taxonomy. This is because the
amount of time spent on transferring information to
students is reduced.
• Digital technology need only be a minor tweak on
traditional teaching.
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16. Historical
Literacy
From:
Taylor,
T.
and
C.
Young
(2004)
Making
history:
a
guide
for
the
teaching
and
learning
of
history
in
Australian
schools.
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17. Thinking Historically
Substantive Knowledge Procedural Knowledge
• Content • Structuring, giving sense
• What history is about & coherence
• Concepts that give shape
to historical practice &
thinking about the past
• Concepts not what history
is about but arise in the
act of doing history
Stephane Lévesque 2008
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19. Rethink your approach
• Oral presentations - Podcasts, movies
• Presentations - Documentaries, picture essays
• Text - Google Docs, wiki, blog, mind maps,
diagrams
• Tests - edit wikipedia, online surveys, blogs, Wiki
• Group work - wiki, blog, grou.ps
• Researching - email, guided search, video conf.
• Explicit Teaching - Projection, animation, Adobe,
Guided web quests, Hyperlinked docs.
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20. Some easy apps
Animoto Garage band & Imovie
Windows Movie Maker Survey Monkey
Audacity Adobe Creative
Google Docs Free mind
Edublogs Skype
PBWorks (Wiki) Google Groups
Ning Bubbl.us
Grou.ps Delicious
Weebly Diigo
Wet Paint Wordle
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21. Some free online resources to start with…
Your Online environment: National Library
The Learning Federation http:// Newspapers http://trove.nla.gov.au/newspaper
www.thelearningfederation.edu.au/ Family History http://www.nla.gov.au/oz/genelist.html
NSW- Teaching & Learning Exchange http:// Trove Australian resources http://trove.nla.gov.au
www.tale.edu.au
National Archives –VROOM
National Centre for History Education http://www.naa.gov.au/
http://www.hyperhistory.org/
http://vrroom.naa.gov.au/
Making history guide book
Making history resources National Film & Sound Archive
http://www.nfsa.gov.au/digitallearning/
AWM
Biographical database http://www.awm.gov.au/research/ State Library NSW First Fleet
people/
http://www.sl.nsw.gov.au/discover_collections
Database of resources http://www.awm.gov.au/database/
history_nation/terra_australis/journals/index.html
Department of Veterans affairs Syd Uni First Fleet & Early settlement Docs
http://www.dva.gov.au/commems_oawg http://setis.library.usyd.edu.au/firstfleet/
commemorations/education/Pages/index.aspx
Old Bailey Online
Picture Australia
http://www.oldbaileyonline.org/
http://www.pictureaustralia.org/
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22. Sample stage 5 task…
Students completed the task ‘blind’
without any topic context
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23. Sample stage 5 task…
Interviews were:
• ecorded with digital recorders
r
• resented as single summary paragraphs on a
P
school blog – 180 original sources
• ome also presented as podcasts
S
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24. Sample stage 5 task…
Students; Teachers;
• nalyzed the ‘sources’
A • upported student
S
• dentified themes
I enquiries
• sked questions
A • ssisted in finding
A
• eveloped meaning
D answers to questions
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25. Sample stage 5 task…
Students;
• uestioned sources
Q
• nalyzed sources
A
• ompared sources
C
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26. Sample stage 5 task…
Students;
• sed a range of sources to develop
U
meaning
• ritically evaluated other summaries
C
• rew conclusions about the period
D
being studies based upon the evidence
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27. Sample stage 5 task…
Students;
• sed a range of sources to develop
U
meaning
• rew conclusions about the period being
D
studies based upon the evidence
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28. Some indicative findings
• Higher engagement
• Less distractions
• Positive student feedback
• Higher grades
• Improved value added results
• Achieved relevant outcomes
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29. Principles
• Active involvement on the part of the students in
constructing their knowledge is essential to
effective teaching & learning.
• Moves from knowledge as taught, to learnt.
• Teaches students to unify knowledge rather than
separate it.
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30. Learner centered strategies
• Recognise prior • Construct knowledge
knowledge & in different ways
experience • Choice & opportunity
• Real purpose to to follow paths of
learning interest
• Understand their own • Link theory & action
process of learning • Explicit purpose of
• Students are directly activities
involved • Activities recognise
• Opportunity to interaction between
process in a range of knowledge-beliefs-
ways skills-values-personal
expectations CRICOS #00212K
31. Learner centred strategies
• Risk taking is • Students reflect on
encouraged their learning
• No unnecessary • Classroom
restriction on subject environment
boundary encourages self
esteem.
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